21st Century Skills Research Articles

КОНЦЕПТУАЛЬНІ ЗАСАДИ ЦИФРОВІЗАЦІЇ ОСВІТНЬОГО СЕРЕДОВИЩА ЗАКЛАДУ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

The article presents the results of the research conducted by the working group of the Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine on the conceptual statements of the digitalisation of the educational environment of the general secondary education institution, which can be used as a basis for the development of the corresponding Concept. The key principles of digitalisation of the school educational environment are highlighted (access to the Internet for all, personalised learning, use of innovative technologies, development of 21st-century skills, digital safety and ethics, continuous professional development of teaching staff, cooperation with stakeholders, systemic scientific and innovative support, adaptability and flexibility, shared management and participation). The strategic priorities of the conceptual foundations of the digitalisation of the school educational environment are outlined (digital educational infrastructure, digital competencies of pedagogical workers, new digital and educational technologies, cooperation and digital communication with parents and the community, cybersecurity of the educational institution). The conceptual and terminological apparatus has been clarified. The study analyses and describes the risks associated with the digitalisation of the school educational environment. Given the lengthy process involved in reviewing, discussing, and subsequently approving the project for the Concept of Digitalisation of the Educational Environment of the general secondary education institution as a regulatory document, the results of this study are now presented for the consideration of the educational and scientific community. These results can be used as scientifically based recommendations to guide the creation of other legislative acts related to the digitalisation of education. Additionally, the results can be considered during the development of the digitalisation policy of the Ministry of Education and Science. Studying international best practices for digitalising general secondary education can enhance the proposed conceptual framework. The findings can then be implemented to update professional development programs for educators.

Hybrid Pedagogies: Assessing the Effectiveness of Blended and Flipped Learning in Digital Learning Environments

This study assesses the effectiveness of hybrid pedagogies, particularly blended and flipped learning, in digital learning environments. Hybrid pedagogy combines traditional face-to-face instruction with online learning, offering a flexible and personalized approach that enhances student engagement, academic performance, and satisfaction. Blended learning integrates digital tools with inclass instruction, catering to diverse learning needs and improving learning outcomes. Finding of the study shows that flipped learning reverses conventional teaching models by delivering content outside the classroom, reserving class time for active, collaborative learning. Moreover, flipped learning fosters critical thinking, deeper knowledge retention, and improved academic achievement. Both blended and flipped learning models are effective in digital environments, offering innovative ways to engage students and improve learning outcomes Both pedagogical models shift educators' roles from content deliverers to facilitators, requiring professional development and new instructional strategies. These approaches also promote 21st-century skills like digital literacy, collaboration, and problem-solving, preparing students for the challenges of an evolving digital world. These hybrid pedagogies provide a flexible, personalized, and interactive learning experience, making them valuable tools in modern education. Conclusion of the study reveals that hybrid pedagogies provide a dynamic, student-centred framework that supports effective learning in digital contexts. Their successful implementation depends on adequate technological infrastructure, educator training, and continuous refinement of teaching strategies. These methods are instrumental in shaping the future of education by enhancing learning flexibility, engagement, and skill development.

The Significance of Integrating Engineering Design-Based Instruction in STEM Education

Engineering design-based learning activities can successfully spark students’ interest in real-world issues by motivating them to apply their disciplinary knowledge in mathematics, science and more to analyze and solve problems identified (Uzel & Bilici, 2022). Generally speaking, problem identification and problem solving are the two primary steps in the engineering design process. Researchers assert that engineering design-based instruction (EDBI) is a novel paradigm of teaching, particularly valuable in inquiry-based instructional practices (Cooper et al., 2015). Research finds that the enactment of EDBI for addressing open, practical issues is substantially beneficial for increasing the problem-solving and design abilities of primary and secondary students (Crotty et al., 2017; Capobianco et al., 2018), and that EDBI implementation in STEM education can significantly improve students’ attitudes towards the STEM curriculum, promote their academic success, and support their 21st-century skills development (Moore et al., 2015).

Recrafting the accounting curriculum to enhance employability of graduates: A Ghanaian case

This paper examined the need to update the accounting curricula in Ghanaian universities to address the issue of unemployment among accounting graduates, particularly in the context of the fourth industrial revolution (4IR). A qualitative approach involving document analysis and in-depth interviews was employed. Both purposive and snowball sampling methods were used to select a diverse group of participants, comprising government officials, accounting academics, employers, and graduates for the interviews. Data were analyzed using thematic review procedures. The study established the need for substantive changes in the accounting curricula in Ghanaian universities to teach 21st-century multi-disciplinary skills, balance practical and theoretical skills, provide a comprehensive range of financial and management accounting expertise, combine academic and professional credentials, and uphold strong ethical standards and integrity. Substantial modifications must be undertaken to the accounting curriculum to effectively address the issue of unemployment among accounting graduates. The findings require a stronger collaboration among government, academics, employers, graduates, and other interested parties in accounting to create an accounting curriculum that will focus on 21st-century skills and adequately blend theory and practice to reduce unemployment among accounting graduates.

Picture Your Science Educators: Through the Eyes of the Student Teachers

This study was aimed to examine and compare the opinions of science teachers studying at undergraduate and master levels in Norway and Turkey towards their instructors. 22 students studying in science fields at a state university in Norway and 28 students studying in science fields at a state university in Turkey participated in the research. The students participating in the research were selected on the basis of a easily accessible sample. Research data was collected using a structured interview form consisting of 5 open-ended questions that questioned students' opinions about the instructors. The data obtained at the end of the research was analyzed using content analysis and descriptive analysis methods. Considering the findings, the themes of student opinions were obtained: 21st century skills of the science instructors, methods and techniques they use in the classroom, the effects of the science instructors on themselves, what I would do if I were a science educator, and role modeling. While some of the participating students in Turkey found the lecturers inadequate in terms of 21st Century skills, most of the students in Norway found the lecturers sufficient. While student teachers in Turkey emphasized that science instructors ' interaction and communication with students and a strong academic infrastructure are important, participants in Norway pointed out that science instructors have positive effects that contribute to being a good teacher. However, participating students in both groups stated that more traditional teaching methods were used in the classroom. It was determined that students had negative opinions as well as positive opinions. The two most important components of the university learning environment that are meaningful to each other are students and science instructors. Therefore, it is thought that more qualified teaching activities will be realized if science instructors care about what students think about them

Development of Ethno-STEM Integrated Digital Teaching Material with Augmented Reality to Promote Students' 21st Century Skills

Research into the development of Ethno-STEM integrated digital teaching materials is urgently carried out because of the enormous potential of this approach in holistically improving students' 21st century skills. Ethno-STEM combines local cultural values ​​with STEM concepts, creating a learning context that is relevant to students' everyday lives. The problem with this research is that students' 21st century skills scores are still in the low category, and the application of Information and Communication Technology (ICT) based teaching materials is also still low. The research solution is to develop integrated Ethno-STEM digital teaching materials assisted by Augmented Reality to improve students' 21st century skills. The research method is development research using the Ploomp model. Development research consists of 3 stages, namely the preliminary stage, development stage and assessment stage. The results of the research are that Etno-STEM integrated digital teaching materials have valid and practical criteria for use in physics learning. Ethno-STEM integrated digital teaching materials assisted by augmented reality are valid for aspects of material substance, learning design, visual communication and software utilization. Ethno-STEM integrated teaching materials assisted by Augmented Reality received practicality scores with good criteria in the aspects of useful, easy to use, interesting, clear, cost-effective and ETno-STEM.

Project-Based Learning in Smart Solar Panel System for Analysis 21st Century Skills

Collaboration and communication are two types of 21st-century skills that are very important for students to have. By having good communication and collaboration skills, students can build a wider network in the future, which is useful to support their lives. Students' communication and collaboration skills can be known through various activities, one of which is the involvement of students in project-based learning. The purpose of this study is to determine the effect of a modified project-based learning model on students' collaboration and communication skills. The project-based learning that we did focused on the project of making a smart solar system. This research is a type of development research, with a mixed method research method. We developed a modified project-based learning model. The data collection process was carried out by conducting in-depth interviews, and in-depth observations, supported by literature studies. In addition, we also used a measurement questionnaire to provide a numerical assessment of students' collaboration and communication skills. Based on the research conducted, we found that the modified project-based learning model can be used to determine the extent of students' communication and collaboration skills. Where the measurement results show good criteria in some indicators and sufficient on several other indicators.

Tracing the Employability Competencies among BSE Graduates in Mid-Western Uganda

This study investigated the influence of competence acquired through the Bachelor of Secondary Education (BSEd) program on the development of employability skills among graduates in Midwestern Uganda. This research begets a core question- what are the relevant competencies for employability skills of graduate teachers in mid-western Uganda? To unveil the socially constructed realities shaping BSEd teachers' perceptions of competence and the development of employability skills, we applied qualitative methodologies particularly case study design with interviews. Hence the study found out that, well-mastered principles of the subject would render a university teacher graduate employable. Communication skill was also an antecedent for greater performance within the teaching trial. Several other skills were found to depict our study employability skills framework and cognizant of the nature of training that empowered the BSEd graduates in various employable skills. Withal, school administrators reported a lack of some of the 21st-century skills from the graduate teachers (for example problem-solving, and critical thinking skills). It’s recommended that universities align BSE programs with the competence-based curriculum to ensure more employable and relevant citizens

Characteristics of educational experiences in STEM education in Medellin

STEM education seeks to respond to the challenges of the fourth industrial revolution and to prepare future generations of the city in 21st century skills and scientific and technological vocations. This article aims to identify the characteristics of the educational experiences lived in processes of partial and total implementation of the STEM approach. To this end, the article is located in the empirical-analytical paradigm, with a population of 2,511 teachers and 18,421 students from the 10th and 11th grades of 75 educational institutions in Medellin. The probabilistic random sampling (confidence level of 95% and margin of error of 5%) shows a sample of 390 teachers and 384 students. However, after filtering, data from 570 teachers and 3,262 students collected through a survey of 139 questions (Likert, dichotomous, polytomous, and multiple choice) were analyzed. The results allow identifying problem-based learning as the most implemented didactic strategy; the area of technology and information technology with the highest integration into the curriculum; the greatest uses of ICT are for communication and collaboration; the most implemented digital competencies are for surfing the internet and using email, and the partner with the most significant participation is the state, represented in different public and private organizations. Among the conclusions arises the need for a greater reflection and awareness of the processes and learning achieved by researchers and educational institutions to strengthen students' scientific and technological training.

Exploring Computational Thinking in Mathematics Education: Integrating ChatGPT with GeoGebra for Enhanced Learning Experiences

ChatGPT has become a significant topic of interest in the field of education, prompting of the potential applications of such technology. The utilization of ChatGPT may facilitate the fostering of 21st century skills, such as computational thinking (CT) and technology, which could subsequently provide a means of offering students personalized assistance. The current study presents the experience of students undertaking a GeoGebra-based mathematics+CT task with the assistance of ChatGPT. The data was collected and analyzed, including students’ screen recording, students’ interaction with ChatGPT, and the questionnaire. The findings indicate that a limited number of students were able to successfully construct objects on GeoGebra with the assistance of ChatGPT. Students were unable to provide a sufficiently detailed prompt to enable them to receive guidance. Nevertheless, the majority of students perceived ChatGPT as beneficial, although they felt that its responses required adaptation. This study highlights the importance of integrating and utilizing both ChatGPT and GeoGebra to enhance CT skills. Future research may examine the relationship between the expertise of using software or writing qualified prompts on ChatGPT and the effectiveness of responses.

Instrument Construction and Exploration of Students' CollaborationSkillsBased on the Summated Rating Scale

One of the essential 21st-century skills that students must possess is the ability tocollaborate. However, profiling students' collaboration skills is challengingwithout valid and reliable instruments. Therefore, this research aims to map the profile of students' collaboration skills using valid and reliable instruments. This study is descriptive-explorative research with a quantitative approach. The research sample included 900 Islamic Senior High School/Madrasah Aliyahstudents, with 150 students participating in the instrument trials and 750 servingas the primary sample in this study. The results indicate that the collaborationability instrument is valid and reliable, as demonstrated by a loading factor value > 0.5, T-Value > 1.96, RMSEA 0.00 < 0.08, RMR 0.043, Std. RMR0.040, GFI 0.95, AGFI 0.87, NNFI 0.97, CFI 0.98, IFI 0.98, RFI 0.97, PNFI 0.85, and a composite reliability coefficient CR=0.909 from the second-order confirmatoryfactor analysis. The findings show that students' collaboration skills are moderate, with an average score of 26.4, which falls within the medium category. The distribution of students' abilities is as follows: 347 students (46.3%) are classifiedas having moderate abilities, 207 students (27.6%) as having high skills, and 196students (26.1%) as having low skills. Based on these results, teachers andstakeholders are encouraged to enhance students' collaboration skills throughstudent-centred learning approaches, such as project-based learning, which canprovide students with opportunities to engage and practice working together actively in the learning process.

Developing Observation Report Text Teaching Materials Using Flip HTML5 Application

Indonesian language learning implements an independent curriculum, making students the subjects and centers of learning. This curriculum emphasizes developing students' thinking skills in solving problems and projects that can shape character according to the Pancasila student profile and 21st-century skills. In this digital era, education should take advantage of this situation by developing teaching materials, such as converting texts into electronic formats that make it easier for students to access them at school or home. This study aims to produce an e-module of observation report texts for grade X vocational school students. The method used is research and development (R&D) with the ADDIE development model, which includes analysis, design, development, implementation, and evaluation. The study results indicate that this e-module is considered very valid by material and media experts and suitable for digital teaching. This e-module can be accessed online, allowing students to learn anytime and anywhere. Expert validation shows that this e-module effectively increases student accessibility and involvement in learning.

21st Century Learning Skills, Study Habits, and the Mathematics Performance of Grade 7 Students

This study examined the study habits, 21st-century learning skills, and mathematics performance of 132 Grade 7 students at Santa Maria National High School in the 2021-2022 school year. It looked at the kids' characteristics, study habits, and 21st-century learning skills to see how they correlated with their arithmetic ability. The study used a descriptive approach with tailored questionnaires, with data evaluated using frequency count, percentage, mean, and Spearman rho. The results revealed that the majority of pupils were of the suitable age, primarily female, lived in rural areas, and had parents working in a variety of occupations. They spent 1-4 hours a day on devices, with smartphones and the Brainly app being the most popular, and books were preferred as educational tools. The survey discovered that pupils had "very good" study habits, "high" 21st-century learning skills, and a "very satisfactory" level of mathematics achievement. There were no significant relationships observed between students' profiles and their study habits or 21st-century learning skills. However, there was a substantial link found between study habits and 21st-century learning ability. Communication and creativity skills were also found to be highly connected to math achievement. The study suggests that mathematics teachers integrate various applications, create interactive materials, and use teaching approaches that promote 21st-century abilities such as communication, creativity, and critical thinking through active learning, project-based, and problem-based projects.

The Transformative Teaching Practice of Teachers and Cultivation of 21st Century Skills of College Students in Selected Sports Universities in China

This study aims to explore the impact of teachers' transformative teaching practices on college students' mastery of 21st-century skills, with a focus on the teaching dimensions of "Personalized Considerations" and "Inspiring People," as well as the students' mastery of "Professional Skills" and "Life Skills." By analyzing students' assessments of their proficiency in 21st-century skills, the research demonstrates a significant positive correlation between transformative teaching behaviors and students' skill mastery. Specifically, the ability of teachers to motivate and provide personalized support significantly enhances students’ performance in learning, life, literacy, and professional domains. The data analysis revealed that students generally rated their mastery of 21st-century skills, including learning, life, literacy, and professional skills, as "agree," indicating a moderate level of manifestation. Additionally, differences in students' skill levels across gender, age, and grade level were found to be insignificant. However, the impact of transformative teaching practices on students' skill development was notably significant, particularly in the areas of "Charm Influence" and "Intellectual Stimulation." Regression analysis further highlighted that "Personalized Considerations" and "Inspiring People" teaching styles are strongly associated with students' mastery of 21st-century skills, especially in enhancing "Life Skills" and "Professional Skills." The proposed intervention program, developed from this study, aims to strengthen teachers' transformative teaching abilities to improve students' mastery of professional and life skills. Through personalized support and motivational guidance, college students will be better equipped to face future challenges in both their personal and professional lives. This study provides practical recommendations for educators to enhance teaching strategies to more effectively cultivate students' core 21st-century skills.

Pelatihan Mendesain Pembelajaran Inovatif bagi Guru SMP Negeri 6 Garut

In this era of globalization, there are many developments and reforms in the field of education. The demands of 21st-century skills encourage teachers to innovate in learning. This aims to provide the best service for students and also as an effort to optimize the potential possessed by students. For this reason, teachers at SMP Negeri 6 Garut tried to improve their knowledge and insights about innovative learning. This community service aims to provide training on how to design innovative learning for teachers at SMP Negeri 6 Garut. Implementing this community service activity uses lecture and practice methods using concrete and interactive learning media (ICT-based). The service team visiting SMP Negeri 6 Garut carried out the lecture method, which provided material on innovative learning and the use of technology in learning. This community service results in teachers at SMP Negeri 6 Garut understanding the concept of innovative learning and making innovations in learning.

Enhancing university students' learning performance in a metaverse‐enabled immersive learning environment for STEM education: A community of inquiry approach

AbstractThe research paper explores the use of a metaverse‐enabled immersive learning environment (MeILE) guided by the Community of Inquiry (CoI) framework to enhance university student interactions and collaboration. The platform integrates various components, including avatar usage, multimodality, and gamification, with careful consideration of each CoI element to maximize students' immersive interactions and collaboration in STEM (science, technology, engineering, and mathematics) learning contexts. By aligning activities with Bloom's digital taxonomy, the metaverse environment aims to improve STEM learning outcomes. A case study conducted at a university demonstrated the successful implementation of essential CoI elements, leading to increased student engagement and improved learning performance. Results indicate MeILE facilitates interactive, reflective, constructive, and self‐regulated learning, which are essential for developing STEM and 21st century skills. The study emphasizes the teacher's role as a facilitator in fostering self‐directed learning, and cultivating 21st‐century skills through collaborative learning activities in virtual environment. The research underscores the importance of innovative educational tools in adapting to the evolving landscape of education in the digital age.

Enhancing digital competence of prospective vocational teachers using project-based learning with the technological pedagigical content and knowledge approach

Prospective teachers must prepare students with 21st-century skills using digital technology, known as digital competence. The importance of digital competence for prospective vocational teachers encourages study to develop an innovative instructional model, namely Project Based Learning (PjBL) with the technological pedagogical content and knowledge (TPACK) approach, which focuses on enhancing the digital competence of prospective teachers in vocational education. This research aims to investigate the effect of the PjBL instructional model with the TPACK approach on enhancing the digital competence of prospective vocational teachers. This study used quasi-experimental research in two universities in Yogyakarta, Indonesia. The sample used was 102 prospective vocational teachers consisting of 45 prospective teachers in the control class and 57 prospective teachers in the experimental class. The digital competency measurement items include 30 statements. Data analysis in this study used an independent t-test. The results of the independent t-test conclude that there was a significant difference. The results concluded that the post-test digital competency score of the experimental group students increased with a score of 79.19, while the control group 58.39. The practical implication of the application of this model is that educators can apply it to improve the competence of prospective vocational teachers with indicators relevant to the material through learning media creation project activities. Recommendations for further research are to compare the effectiveness of PjBL with various other instructional models with the TPACK approach to develop digital competence of prospective teachers and involve wider samples such as between regions or countries.

Investigation of the Relationship between Self-regulation and 21st Century Skills of Preschool Students

The aim of this study is to determine the relationship between self-regulation and 21st century skills of preschool children and the effect of self-regulation on 21st century skills. Relational survey was used as the research model. The sample of the study consists of 217 children studying in kindergartens in Tarsus district of Mersin province in the 2022-2023 academic year. The Self-Regulation Skills Scale was used to measure children's self-regulation skills and the 21st Century Skills Scale for 5-6 Year Old Children (DAY - 2) was used to measure 21st century skills. Correlation analysis and structural equation modeling were applied to the data. According to the findings, it was determined that there was a significant relationship between children's self-regulation and 21st century skills and their sub-dimensions. In the structural equation model, it was concluded that self-regulation significantly affected 21st century skills and explained 45% of the total variance. The findings obtained during the research process were discussed within the scope of the relevant literature and suggestions were made for future studies.

Students' Critical Thinking in Solving Numeracy Problems: A Case Study of Students with High Self-Efficacy

Critical thinking is a 21st century skill that allows students to think reflectively and reason in making decisions. Students' critical thinking influences success in solving numeracy problems. This study aims to explain the ability to think critically in solving numeracy problems with high self-efficacy. The study employed a qualitative approach and phenomenological method. Data collection involved the use of the Group Embedded Figures Test (GEFT), self-efficacy questionnaires, and numeracy assessments in mathematics, specifically on topics related to cubes and rectangular prisms. Data analysis comprised data condensation, data presentation, and conclusion drawing. Based on GEFT and self-efficacy questionnaire results, one class V-B student with a field-dependent cognitive style and high self-efficacy was selected for further critical thinking skills assessment. Based on the results the student with a field-dependent cognitive style and high self-efficacy demonstrated notable strengths. In the process of basic clarification, the student met the indicators for analyzing arguments and formulating statements, effectively presenting their arguments. When providing reasons for decisions, the student showed the ability to consider the credibility of sources by selecting appropriate problem-solving strategies. However, she occasionally made calculation errors due to inaccuracy. In the process of concluding, the student met the indicators for making and evaluating decisions, successfully composing conclusion sentences that aligned with the problems and final answers. Students with field dependent cognitive style and high self efficacy are able to fulfill all indicators of critical thinking by using their ability to solve critical thinking problems. He excelled in verbal ability at the time of the interview by explaining the argument of the problem and the answer, but his weakness is less thorough in working so that the results obtained are less precise.

Penerapan Gamifikasi untuk Meningkatkan Motivasi dan Kolaborasi pada Siswa Sekolah Dasar

Gamification has become an increasingly popular approach in education, aiming to increase student motivation and engagement through the application of game elements in non-game contexts. This article explores the application of gamification in educational settings, particularly in primary schools. In today’s digital age, gamification is increasingly popular and widely applied in various sectors, including education. Gamification Refers to the application of game elements and mechanisms in non-game contexts. With great potential to improve student learning outcomes, gamification focuses specifically on motivation and engagement. Carefully designed game elements can engage students in the subject matter, encourage them to actively learn, and develop 21st century skills such as creativity, problem solving, and collaboration. However, the application of gamification must be done carefully, considering various factors such as learning objectives, student characteristics, and resource availability. Despite the challenges, gamification has great potential to change the way we interact with various systems and services. With careful planning and proper implementation, gamification can be an effective tool to improve motivation, engagement, and learning outcomes. It is important to remember that gamification is not a solution to all problems in education; it should be used as an additional tool that supports quality learning. Through case studies in several elementary schools, this article shows that the use of gamification elements such as points, badges, and leaderboards can create a more interactive and enjoyable learning environment.